Processamento auditivo (central) em crianças com dislexia: avaliação comportamental e eletrofisiológica

Juliana Casseb Oliveira · Cristina Ferraz Borges Murphy · Eliane Schochat

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Reading and Literacy Development Hearing Loss and Rehabilitation Developmental and Educational Neuropsychology

Abstract

PURPOSE: To compare the performances of children with dyslexia and a control group in behavioral tests of (Central) Auditory Processing and Long Latency Auditory Evoked Potentials (P300). METHODS: Participants were 22 individuals with dyslexia (study group) and 16 individuals with typical development (control group). All individuals underwent behavioral and electrophysiological assessment of (Central) Auditory Processing (Frequency Pattern Test, Dichotic Digit Test, Speech-in-Noise Test, and P300). RESULTS: Concerning the behavioral tests, there was difference between groups for the Frequency Pattern Test and for the left ear in the Dichotic Digit Test, with worse performance observed in the study group. Considering the P300, there was difference between groups regarding amplitude and latency absolute values, but this finding was not statistically significant. CONCLUSION: The findings suggest that individuals with dyslexia present temporal auditory processing and figure-ground alterations, which was evidenced by behavioral auditory processing tests. There was no difference between the performance of both groups for the P300 test.

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References

2003A definition of dyslexia 1980Auditory temporal perception, phonics, and reading disabilities in children 2000The neurological basis of developmental dyslexia: An overview and working hypothesis 2003Speed of processing of the visual–orthographic and auditory–phonological systems in adult dyslexics: The contribution of “asynchrony” to word recognition deficits 2004Which People with Specific Language Impairment have Auditory Processing Deficits?2010Adults with dyslexia are impaired in categorizing speech and nonspeech sounds on the basis of temporal cues 2001Psychophysical evidence for a general temporal processing deficit in children with dyslexia 2002Temporal processing and reading disability

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